Creating a Classroom Constitution Civic Participation

Teacher's Guide: Lesson 1'

Students will learn the importance of government and laws in their daily lives as they examine theconsequences of the absence of laws. Students will work together to create a classroom constitu-tion that represents the values of the class as a whole and can be used throughout the school year.

PLANNING_.Time SuggestedTwo 45-minute class periods

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Materials

• Student Handout 1: Governments and Constitutions.

• Copies of the United States Constitution (located in student textbook)

• Student Handout 2: Writing a Classroom Constitution

• Butcher paper and markers.

Group SizeOrganize students into groups of 3 to 5 students each.

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OBJECTIVES

. Students will understand the role of law in society.:

• Students will examine the organization and elements of the U.S. Constitution.

• Students will play an active role in determining guidelines for classroom conduct.

• Students will participate in the political process by engaging in debate, learning to compro-mise, and ratifying their classroom guidelines.

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PROCEDURE

1. FOCUS Activity Write these labels on the board: Shopping at a Mall; Driving on Streetsand Highways; Attending a Football Game; and Sitting in Your Home. Ask students to thinkabout laws and rules that are followed in each of these cases. To stimulate discussion, askquestions such as, "Can you take anything you want from a store at the mall?" "Could some-one keep you from attending the game because of the color of your hair?" "Can your neigh-bors play loud music outside your window all night?" Each group should discuss the lawsthat are followed in various places. Then they should discuss what life would be like with nolaws. Help students understand that the absence of laws often results in disorder and that agovernment makes laws and keeps order.

2. Distribute copies of Student Handout 1: Governments and Constitutions. Have studentgroups discuss and debate the questions in Part One: The Nature of Government. Groupsshould come to a consensus on their answers to these questions. When groups have com-pleted the questions, engage the class in a discussion of their answers. Answers to Part

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1 Civic Participation

Creating a Classroom Constitution, continued Civic Participation

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One is in the answer key. Be sure to help students understand the importance of govern-ments and constitutions in establishing law and order.

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3. Next explain that students will be creating a classroom constitution. Have each group reviewthe U.S. Constitution (available in the student textbook). Explain that the Constitutionstates the basic laws of the United States government. Ask students to locate the preamble,the articles, and the amendments. Ask students to look through the Constitution to answerthe questions in Part Two: The Constitution. After students answer the questions, lead a classdiscussion of the answers. Answers to Part Two are in the answer key.7

4. Distribute copies of Student Handout 2: A Classroom Constitution. Explain that the classwill write a classroom constitution that the class will follow for the remainder of the year.Start with a preamble. Ask groups to identify the elements that make up the preamble ofthe U.S. Constitution. Help students see that the preamble establishes the purpose of theConstitution ("to establish justice, insure domestic Tranquility, provide for the commondefence"). Have each group write a rough draft of a preamble for the classroom constitu-tion. Call on each group to share their ideas as you write them for the class to see. Using thelist of ideas, help the class reach consensus on a final version of their preamble. Students candebate points they feel strongly about. Ask a student to write the final draft on a large pieceof butcher paper.

5. Repeat the process to have each group write rules to be included in a classroom constitu-tion. Each group should review the bulleted items on the handout and develop a set of threeto four rules. If students need help getting started, state the following rule (or one of yourown) as an example: "All students have the right to a peaceful and supportive learning envi-ronment." Ask each group to present their proposed rules to the class. After all groups havepresented, lead the class in a discussion of each proposed rule. Encourage the students toseek compromise if there are rules on which they cannot agree. Finally conduct a class voteto "ratify" the constitution. A two-thirds majority can be used to accept the constitution.Have students write the final draft on butcher paper for all to see. Students may even signthe constitution they created.

ENRICHMENTHave students call the mayor's office in your town and ask how local laws are made. Encouragestudents to interview local lawmakers to find out what laws are currently under consideration.Conduct a class discussion of the pros and cons of these laws.

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Civic Participation

Name Class Date

Governments and Constitutions Civic Participation

PART ONE: THE NATURE OF GOVERNMENT

Discuss each of the following questions as a group and come to ananswer agreeable to all.

1. Why is government necessary?

2. What responsibilities does a government have to its citizens?

3. What responsibilities do citizens have to their government?D

4. Why are laws important?-

5. What problems might arise if a government had no constitution?

PART TWO: THE CONSTITUTION

As your group examines the U.S. Constitution, answer the following.

questions.

6. What are some of the topics of the seven articles of the Constitution?'

7. What is the Bill of Rights? What is the purpose of the Bill of Rights?

8. What basic rights are granted to citizens in the Bill of Rights?

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3 Civic Participation

Name Class Date

Writing a Classroom Constitution Civic Participation

Today you and your classmates will help your teacher create a classroomconstitution. It should help guide the students' and teacher's conductand expectations in the classroom.

The Preamble Many constitutions begin with a brief preamble, orintroduction, that states the purpose and goals of the document. Usethe following preamble as a model of what to include in your own

I ,preamble.

We the People of the United States, in Order to form a more perfectUnion, establish Justice, insure domestic Tranquility, provide forthe common defence, promote the general Welfare, and secure theBlessings of Liberty to ourselves and our Posterity, do ordain andestablish this Constitution for the United States of America.

-Preamble to the United States Constitution

With your group, develop a preamble to your classroom constitution.Be sure to include major goals you hope to promote in the constitution.

We, the Students of

The Constitution Your classroom constitution will be made up of"laws" to promote order so that your class functions smoothly. Withyour group, develop a list of three or four rules that you would like tosee included in the classroom constitution. Be sure to consider the fol-

ilowing when creating your list:& & 7

• rights and responsibilities of students

• rights and responsibilities of teacher

• how rights and responsibilities will be enforced

• rules for maintaining order among students

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Civic Participation